An anatomy of continuing interprofessional education

Abstract

Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in continuing professional education grounded in team-based practice. Among many approaches, it may be enriched by guided or self-directed reading, by open, distance, or e-learning, and during workshops, seminars, conferences, or courses. No one medium is preferable; nor are they mutually exclusive. Each complements the others. Subsequent articles in this issue put flesh on these bones.

Understanding interprofessional relationships by the use of contact theory

“…Interprofessional education (IPE) aims to develop the knowledge, skills and behaviors necessary for collaboration; it provides opportunities for students to consider new perspectives, question previously held assumptions and collaboratively identify alternative approaches to patient care (Barr, 2009;Reeves, 2009;Reeves et al, 2007Reeves et al, , 2009). The interactive element of learning is a central aspect of IPE in which the intent is for participants to learn with, from and about each other.…”

An overview of continuing interprofessional education

“…These ongoing problems are particularly challenging when one is attempting to distinguish which interprofessional education or practice activity produces which type of outcome. Two articles in this issue, Barr 11 and Joanne Goldman and colleagues 12 explore some of these conceptual issues related to CIPE. Together, they begin to drill down to explore a range of salient conceptual dimensions of IPE, CIPE, and IPC.…”

“…Together, they begin to drill down to explore a range of salient conceptual dimensions of IPE, CIPE, and IPC. Barr 11 describes and discusses an anatomy of CIPE in which he stresses the use of formal and informal team-based approaches and describes the range of formats in which CIPE can be delivered~eg, workshops, seminars, conferences! as well as the learning methods~eg, self-directed, distance, or e-learning!…”

Three components of education in burn care: Surgical education, inter-professional education, and mentorship

“…The contact between professions is insufficient to build the communication, respect and trust necessary for effective team performance [54]. Learning ‘as’ a team, rather than simply ‘in’ a team, enhances the collective capability [55]. …”